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1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
288X
Vol 3, No 12, 2012
Observational Study on Teachers’ Approach in Teaching Children
with Autism to Read
Nora Mislan1 Andrina Tian1 Rio Sumarni Sharifuddin1 Julia Guan1 Lee Ming Foong2
1. Faculty of Education, University Technology Malaysia, 81300 Skudai, Johor, Malaysia
ation,
2. University Tun Hussein Onn Malaysia, Beg Berkunci 101, Parit Raja Batu Pahat, Johor West
Malaysia 86400
* E-mail of the corresponding autho noramislan@utm.my
mail author:
Abstract
Children with autism are characterized with unique cognitive and social emotional development which makes the
process of teaching them to read to be difficult and complicated. In attending to the special needs and
characteristics of children with autism, special education teachers should have necessary knowledge and
tics
techniques in teaching children with autism to read and taking their characteristics into consideration during the
reading lesson. This research aims to examine the approaches used by teachers in teaching children with autism to
the
read. A total of two special education teachers were willing to participate in the case study. A non non-participant
observation was carried out with the two respective teachers in different time frame in a selected autism centre.
time
The findings were presented in different phases of the reading process which were carried out. There are no single
theories which was used in teaching students to read in each phase. It involves the combination of vario theories
various
to help students to understand the content of the reading material. Based on the findings, the teachers used several
theories in teaching reading to children with autism. These theories include reading theories (traditional, cognitive
and metacognitive view of reading) and Vygotsky’s Sociocultural theory.
ognitive
Keywords: Observational Study, children with autism, teaching approach, reading.
1. Introduction
According to Individuals with Disabilities Education Act (IDEA), children with autism h have developmental
disability in both verbal and nonverbal communication which could affect their performance in education and
other associated characteristics such as repetitive and stereotyped movements. A local survey had revealed that
one in every 625 Malaysian are diagnosed with autism spectrum disorder (ASD). Researches shown that number
alaysian
of cases of autism is on the rise from year to year and hence, knowledge and awareness regarding autism disorder
should be given primary concern.
Children with autism are characterized with unique cognitive and social emotional development which makes the
process of teaching them to read to be difficult and complicated. They encountered problems in the normal
standard methods of reading and comprehension due to their in information-processing which is different from others
processing
(Hamm, 2009). Braun (2004) stated that children with autism have “limited auditory short term memories,
making learning to read through a traditional phonetics approach difficult”. Besides that, they hav distinctive
have
learning development stages and they learnt to read by looking at the pictures and certain specific words in the
book. In fact, it is a great challenge for them to use or practice the language, social understanding, and emotional
intent of messages to understand the social world (Quill, 2000). The deficiencies in their language and social
ssages
cognition then caused difficulty in interpreting emotions and relating it to the different aspects of communication
in social world.
The typical problems faced by children with autism are the difficulties in differentiating or filtering distractions,
ced
completing tasks independently, and starting certain work or activities. Besides that, students with autism have a
hard time in making transitions such as in stopping a particular activity and move on to the next activity. Flexibility
stopping
and difficulty in shifting attention are the common characteristics that could hinder their reading process (Autism
Society of America, 2005). These characteristics could affect their reading skill as well and according to Barnhill
their
(2000), high functioning children with autism spectrum disorders “may lack higher level thinking and
comprehension skills” although they may have average or above intelligence and good memory skills. He
continued by stating that they can decode words and use correct vocubulary and thus, giving a false impression
tinued
about their understanding towards the subjects they are saying or reading. In fact, they may be parroting what they
have heard or read, yet do not understand it fully. Children with autism should be provided with reading materials
nderstand
that could initiate or prompt their special interests which can also indirectly help in motivating them. Other that
that, various attempts should be made as well to expand their interests and also to include socially
their socially-appropriate
material to assist students with more information that can help and support their connections with peers and
progress in the school. Reading materials such as flow charts, maps, Venn diagrams and othe can help build their
others
conception information (Hetzroni and Tannous, 2004).
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2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
288X
Vol 3, No 12, 2012
Thus, in attending to the special needs and characteristics of children with autism, the special education teacher
should have relevant knowledge and skills in teaching children with autism to read and in taking their
children
characteristics into consideration during the reading lesson. This research aims to examine the approaches used by
teachers in teaching children with autism to read through observation study.
2. Literature review
Special education teachers should be able to use various techniques to promote learning among children with
pecial
autism. Teaching methods which include individualized instruction, problem solving tasks, and group works
problem-solving
depending on the types of disability. However, by providing a supportive environment and appropriate techniques,
However,
it can help to develop and strengthen reading skills among children with autism (Secor, 2012). Students with
autism find it easier to participate in classroom routines and activities when they have had the opportunity to
when
prepare which is also known as priming activities that are used to prepare students with new concepts or activities
(Marks et al., 2003).
On the other hand, children with autism tend to fragment information and focus only on the details which result in
the lack of overall thinking and analysis. Thus, it will affect their understanding towards texts due to the unique
characteristic. There are three major neuro cognitive theories which could be used to explain the difficulti faced
neuro-cognitive difficulties
by children with autism in reading and learning. The theories mentioned relate the brain functions with the
characteristics of children with autism. According to Hill and Firth (2003), weak central coherence theory
proposed that there is a poor connection between the basic perceptual processes and top
nnection top-down modulating
processes for them. Children with autism encountered difficulties in collecting information and creating meaning
out of the fragmented information. The theory of weak central coherence has implications on reading
comprehension emphasized on a stronger recall of specific details. Whereas, theory of mind (Baron (Baron-Cohen et al.,
1985) focused on the ability to form or create representations of other people’s mental states and to use these
representations to understand, predict, and judge utterances and behavior. It is believed that the impairment in
presentations
theory of mind is one of the symptoms of autism which result in difficulties in making conclusions, inferences,
understanding perspectives, and understanding texts. Lastly, the executive functions (Martin and McDonald, 2003)
nderstanding
are the systems that are responsible in managing and controlling the cognitive processes to enable us to adapt to
new situations with flexibility. Flexibility is required by students in applying reading skills. However, students
students
with autism will face difficulties in adapting to the changes in the text and using their flexibility in reading. Thus,
it can summarized that weak central coherence, theory of mind, and executive functions are all neuro
functions neuro-cognitive
theories that can partially explain the obstacles that were faced by children with autism in applying their reading
skills. Therefore, it is important for the teachers to practice appropriate teaching method and reading material in
educating children with autism to read.
3. Methodology
Qualitative approach is used in this study because it seeks to probe deeply into the research setting to obtain
in-depth understanding regarding the teaching approaches used by special education teachers in educating the
depth teachers
children with autism to read. Case study research is particularly suitable because it can be used to examine why and
the how questions in this study in a bounded system and observation is used as the data collection technique in thithis
study. Yount (2006) defines observation as an act of watching or looking at certain situation, event, or person
without the intention of trying to influence or manipulate the actual scene. The respondents involved in the case
study would be restricted to the teachers involved in teaching children with autism to read in the autism centre only.
Due to the specific respondents in this case study, consent or permission before conducting the case study was
obtained from the principal of the centre. A total of two special education teachers were willing to participate in the
case study. A non-participant observation was carried out with the two respective teachers in different time frame.
participant
Video-camera was set-up before the class started and it was located from a distance from where the teachers
up
conducted their lesson to avoid any interruption or observer’s effect during the entire reading session.
4. Findings
The findings of the study would be focused on the approaches used by teachers in teaching children with a autism to
read through different phases in reading. Observations were transferred into transcript format and field notes were
prepared for each observation session. Each special education teacher was observed for three times in different
days. The total observation in the autism centre is six. Each observation is labeled with numerical symbols to
ervation
differentiate the days of observation made. Approaches used in teaching children with autism will be divided into
different reading stages and the observation will be analyzed in accordance to the stages in reading process. Each
observation’s duration took a total of 90 minutes.
4.1 Introduction phase
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3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
288X
Vol 3, No 12, 2012
The classroom environment for both teachers is the same and there are no partitions in separating the corners for
other purposes. However, the reading session for lower and upper class are conducted in morning and afternoon
er
time respectively. Thus, the reading sessions would not be interrupted by other teachers at the same time because
the timings for the classes were different. The classroom is well ventilated as it is equipped with air
fferent. air-conditioner
and several ceiling fans. Figure 1 shows the layout of the classroom during the observation periods.
Based on the classroom layout shown, it was found that teachers had provided a good reading corner for children
provided
with autism whereby the height of the tables and chairs suit the students from different ages. However, there are no
accessible book shelves for students to read freely. The mini library for teaching materials is locat at the left
located
corner of the classroom where it is locked and only teachers are allowed to enter the mini library.
4.2 Pre-reading phase
Pre-reading phase aims to examine on teachers’ early preparation in building students’ interest in learning ho to
reading how
read and teacher’s prompt in enhancing students’ interest in the reading process. In this section, the analysis of
observation content would be presented in excerpts (Table 4.1) on the exact instructions given by teachers during
the class. The important instructions were highlighted and categorized in accordance to the table presented below.
nt
4.3 Guided-reading phase
Guided reading phase is a phase where teachers guide students in reading when they faced difficulties in digesting
the reading materials. In the process of guided reading, teachers spent considerate time in ensuring that students
gained understanding and meaning for the materials during the reading session. The excerpts are highlighted in
Table 4.2.
As we can see from the observation of teacher X and Y, they did not fail in explaining the difficult terms or new
teacher
vocabulary through different methods such as in facial expressions, hand expressions, giving real real-life examples
and descriptions that could attract students’ attention in the reading p
process.
4.4 Post-reading phase
Post-reading phase is a stage where it examines on the activities after reading process is done and to reexamine the
reading
understanding of the students after the reading session ended. The analysis in Table 4.3 shows the observati
observation
excerpts during the post-reading phase.
reading
Post reading phase can be beneficial in showing them how individuals reach conclusions and main points from the
reading materials. However, the observations in the autism centre showed that teachers did not emphas much on
emphasize
the post-reading phase. Teachers emphasized in giving the final revision mostly for the teaching material which
reading
was considered to be unfamiliar for the students. For example, human diagram chart, alphabetical models, and the
book with illustration of shapes are rarely used in the lesson taught as compared with the usage of flashcards and
ion
puzzles. Top-down model was practiced in the post reading phase because it involves the process of making
down post-reading
hypothesis, testing hypothesis and making conclusions. Thus, in the post-reading phase teachers encouraged
reading
students to make simple conclusions on what they had learnt by making a final recap of the lesson.
5. Discussion and conclusion
The discussion on teachers’ approach would be presented by examining in pth on the reading processes of
in-depth
children with autism. The reading processes were divided into four main phases which are introduction phase,
pre-reading phase, guided-reading phase and post reading phase. During introduction phase, both teachers used
reading post-reading
the same classroom for their reading lesson. However, the time scheduled for both teachers are different and the
ame
classroom environment for reading session is the same. As described earlier, there are no particular preparations
made for the classroom environment in the classroom. Teachers started the class right after students settled down
on their own seats. Thus, it can be summarized that there are no emphasis given on the effort of prompting students’
interest to read for the classroom environment.
Next, the pre-reading phase was initiated by teachers in teaching children with autism to read. During the
reading
pre-reading phase, teachers applied different types of reading pedagogy depending on the types of materials used
reading
in teaching children with autism to read. There is no single type of theories which can be used to explain the
approaches used by teachers but it was rather a combination of various theories to help students’ understanding
towards the content of the reading material. In this context, teachers did not provide on the objectives of their
provide
lesson before they started a reading lesson. Instead, they will start by asking the students to read from the text. The
several types of reading materials used by teachers in teaching children with autism to read are flash flashcards, story
books, puzzles, and human diagram chart. As for the flashcards, teachers started the lesson by asking students to
guess from the flashcard held in their hands. Interactive model of reading which involves both bottom bottom-up and
top-down model was applied in this context.
pplied
As explained earlier, students would read either from the text or the illustration on the flashcards. Top
Top-down model
would be used by the students when they decode the meaning of the text from illustrations because hypothesis was
formed based on the prior knowledge they had in their mind. Meanwhile, bottom up model would be applied when
rmed bottom-up
students decode meaning directly from the text displayed on the flashcards. Thus, in the process of reading,
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4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
288X
Vol 3, No 12, 2012
students will be using different types of reading models subsequently based on their understanding on the
of
flashcards used. Combination of both models was demonstrated in the attempt of reading the materials shown.
Rumelhart (1977) has proposed that an interactive model with both letter features or data data-driven sensory
information and non-sensory information come together at one place to explain the nature of reading process.
sensory
Meanwhile, for the story book, both teachers used the bottom up model directly in teaching children with autism to
bottom-up
read. They required students to read after them for each sentences in the story book. Thus, it can be observed that
y
students decode the meaning from the text through teacher’s guidance. Meanwhile, for the teaching materials such
as alphabet letters and human body diagram chart, illustrations were presented and they were prompt to read and
diagram
guess from the illustrations based on their prior knowledge. Cognitive view of reading or top down model of
reading was applied in this context. In this view, reading is a process of connecting information in the text with the
prior knowledge of the reader instead of just extracting the meaning from the text (Smith, 1994).
As for the guided-reading phase, teachers provided scaffolding whenever students encountered difficulties in
reading
reading. Active participation was encouraged in the class. This was reflected in Vygotsky’s Sociocultural theory
ading.
whereby social communication played an important role in helping students to enhance their understanding
towards the lesson taught. Teacher acts as the mentor in providing guidance for students in achieving
understanding towards the materials learnt. Zone of Proximal Development (ZPD) theory was applied during the
reading lesson as students were assigned with reading materials with certain level of difficulties to promote the
learning or reading skills of the students.
Lastly, teachers did not give great emphasis on the post reading phase due to several reasons. Teachers only
post-reading
provide revision on the teaching materials which are seldom used in teaching students to read. Children with
teaching
autism have less attention span as compared to normal students. Thus, teachers did not spent extra duration of time
to do a final revision on the lesson taught. This could be reflected in the observations made where stude left their
students
seats immediately after seeing the flashcards were repeated again. As a conclusion, it is shown that the
teachers used several theories in teac ching reading to child
hildren with autism. These
theories include reading theories (traraditional, cognitive and metacognitive view of rea
reading) and Vygotsky’s
Sociocultural theory. However, the observational study was conducted in one of the autism centres situated in
.
Malaysia only. The result might differ for other autism centres which have different teachin approaches in
teaching
teaching children with autism to read.
Acknowledgement
This paper is under Universiti Teknologi Malaysia Research University Grant.
References
Autism Society of America (2005). Common characteristics of autism. Retrieved March 24, 2005 fro the World
autism. from
Wide Web: http://www.autism-society.org/site/PageServer?pagename=autismcharacteristics
society.org/site/PageServer?pagename=autismcharacteristics.
society.org/site/PageServer?pagename=autismcharacteristics
Barnhill, G. P. (2004). Asperger syndrome: A guide for parents an educators. National Association of School
and
Psychologists.
Baron-Cohen, S., Leslie, A. M., and Firth, U. (1985). Does the autistic child have a “theory of mind”? Cognition,
Cohen,
21, 37-47.
Broun, L. (2004). Teaching students with autistic spectrum disorders to read. Teaching Exceptional Children,
V36-4, 36-40.
Hamnn, J. (2009). Teaching Reading, Comprehension, and Communication Skills to Students with
Autism. Retrieved from July 28,
2012 http://hammerprofolio.wordpress.com/teaching
http://hammerprofolio.wordpress.com/teaching-reading-skills-to-students-with-autism/
autism/
Hetzroni, O. E., and Tannous, J. (2004). Effects of a computer based intervention program on the communicative
computer-based
functions of children with autism. Journal of Autism and Developmental Disorders, 34, 95
ournal Disorders, 95-113.
Hill, E., and Frith, U. (2003). Understanding autism: Insights from mind and brain. Philosophical Transactions:
Biological Sciences, 358(143), 281-289.
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Martin, I., and McDonald, S. (2003). Weak coherence, no theory of mind, or executive dysfunction? Solving the
coherence,
puzzle of pragmatic language disorders Brain and Language, 85, 451-466.
disorders.
Quill, K. A. (2000). Do-Watch-Listen Baltimore: PHB.
Listen.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance
VI. Hillsdale, NJ: Laurence Erlbaum Associates.
Secor, M. L. Techniques for Teaching Autistic Children to Read. Retrieved August 14, 2012
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from http://autism.lovetoknow.com/Teaching_Reading_to_Autistic_Children
Smith, F. (1994). Understanding Reading. 5th ed. Hillsdale, NJ: Lawrence Erlbaum.
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Marks, S. U., Hegwer, J., Schrader, C., Longaker, T., Peters, I., Powers, F., and Levine, M. (2003). Instructional
Management Tips for Teachers of Students with Autism Spectrum Disorder (ASD). Teaching exceptional children
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March-April.
Figure 1: Illustration of classroom layout
Table 4.1: Observation excerpts for pre-reading phase
NO Material used Observation excerpts
Flashcards with Can you tell me how to read the word on the flashcard? (Pointing on the flashcard)
both illustration
O1 and texts on it Note: The process repeated until the flashcards finished. The entire process had
taken over for twenty times.
n
Storybooks Follow after me, read this (while pointing to the word on the story book)
Note: The process repeated until the story book is finished for twice.
Alphabetical Now, tell me what alphabet is this? (As she held up the alphabetical model, for
models example the alphabet A)
O2 Animal models and (Hold flashcard on her hand, ask children to read) What is the animal on the
flashcards flashcard?
Help me choose which animal is hippopotamus from here (ask student to choose the
animal model out of many animals)
Human Body Part Today we are going to learn about the human body parts
Diagram Chart (Pointing to the head) What is this?
O3
Note: The process went like this: first, teacher will point at the human body part
then students will have to recognize the body parts by saying it out aloud.
en
Flashcards with Tell me what is this? (Pointing on the flashcard)
both illustration
and texts on it Note: Teacher would show the flashcard and asked students to read it out.
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Vol 3, No 12, 2012
O4 Flashcards with Tell me what can you see from the card? (showing the picture with gun and text)
both illustration
and texts on it Note: The process of teaching continued and repeated with different cards for
approximately eight times.
Story books Ah Ming helps out mother to carry her groceries back from the market. (pronounce
Ming
it word by word as he looked at students’ eyes)
Note: Teacher instructed them to flip on the first page and read the first sentence
out. Then students followed his lead and repeat after him while pointing on the
eat
sentences on the book.
Flashcards were Do you still remember how to read this? (Showing the vowel, AEIOU)
used to teach
students with Note: The process went on and repeated over for six times until the alphabet J. JA,
O5 vowels, AEIOU JI, JU..Then, teacher Y added with the combination of different set of alphabet.
Puzzle consists of Before you proceed with the puzzle, do you know what is the meaning for the
pictures and text on these? (Pointing on the pictures of the puzzle) Tell me, what is this? (Taking out the
pictures
it ambulance puzzle)
Flashcards with Tell me what is this animal?
both illustration
O6 and texts on it (Takes out the card of north, south, west and east. Arrange it on the table for
students to read and make comparison) (Pointing down on the flash card) How to
to
read this?
Book with a full What shape is this? (showing the cover of the book) Love shape (as he drew across
illustration of the line)
shapes
Table 4.2: Observation excerpts for guided-reading phase
reading
NO Material used Observation excerpts
Flashcards with (Points to the next flash card, without saying a word but maintain eye contacts with
both illustration her students)
and texts on it Yes, “don’t want”. When you don’t want to eat food or wants to say no, just say
“Don’t want” (while explaining to students, she waved her hands and shakes her
head to show the expression of “don’t want”
Note: Teacher X gave answer after realizing students cannot answer her questio
question
Storybooks Teacher X: Let start all over the book again. (pointing on the sentences again)
Student A: (Give no response and look up at teacher for guidance)
Teacher X: I become friend with cow. (Friends in mandarin language) is “peng you
O1 (friend)” Foll my lead, “peng-you”
Follow
Student A: Peng
Peng-you
Note: Teacher X pointed on the sentences, looking up at the students and expecting
them to read it out aloud but they could not. They looked up at their teacher for
guidance and thus, she continued to read the sentences aloud. Then, students
sentences
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7. Journal of Education and Practice www.iiste.org
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Vol 3, No 12, 2012
followed their teacher’s guidance and read it out aloud.
Alphabetical No guidance is provided because students were able to read it all.
O2 models
Animal models and Teacher X: (Used animal models to help students to recognize the animals). What is
students
flashcards this animal (helding up giraffe model)
Student A: (Look at the teacher, not knowing how to answer)
Teacher X: It’s a giraffe. It has a long, long neck you see. (pointing at the giraffe’s
neck)
Human Body Part Teacher X : (Points to the forehead of the diagram)
Diagram Chart Student A : Head, head.
Teacher X : No, it is not head, it is forehead (pointing towards her forehead)
O3 Student A : Forehead. Forehead. (while pointing towards her own forehead)
Flashcards with Teacher X : Tell me what is this? (Makes the hand imitation of wanting something
both illustration or still want something)
and texts on it
Note: If they could not read, teacher X will guide them to read it with further
explanation with facial expressions and hand expressions. Students will then repeat
expressions
after teacher every time when teacher corrected them.
Flashcards with Teacher Y : (Reassure him). No, it is not a frog, it is a dinosaur.
both illustration Student M : (Nodding his head and pointing on the flashcard) Dinosaur…
(Nodding
O4 and texts on it Teacher Y : Yes, it’s a dinosaur. Now, tell me what is this?
Student P : Extinct!
Teacher Y : Yes, extinct. There are no dinosaurs anymore in this world. Extinct,
they extinct from this world already. (while explaining to student M)
Note: In the beginning of the lesson, teacher Y did not state the objective for the
lesson and the topic that he would teach in the following lesson. However, he
provided a good guidance in teaching four students at once and did not missed the
chance of ensuring that each student understood about the meaning before
proceeding to the next card. In the section in further explanation about the cards,
teacher Y also explained on the evolution from tadpoles to frog to the stude
students.
Story books Follow my lead. Ah Ting is missing.
Mother is very worried about her. Very worried (while
showing the expression of very worry)
Flashcards were Where is bahu? It’s here? (patting on his own shoulder)
used to teach (Touches his own chin and showed to them) This is dagu.
students with
O5 vowels, AEIOU Note: The difficulties in reading were increased step by step, beginning with the
introduction of vowel, addition of an alphabet in front – producing phonology and
the combination of it to form words. However, teacher Y will always start by
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reading the text first before asking students to repeat it after him. Explanation of the
words was not provided by teacher Y
Puzzle consists of Yes, ship. A, S
S-H-I-P
pictures and text on
it
Flashcards with (Imitate the action of putting horn on his head) What is this? Goat.
both illustration
O6 and texts on it No, it’s not the same, this is back (taking both of the cards out and put it side by side
for comparison)
Book with a full (Draw across the line, one of the corners of the star) Yes, there is a little triangle
illustration of here.
shapes
Note: Besides recognizing the shapes, students were taught on other objects that
have a similar shape with the shape that they are taught abou Thus, students were
about.
able to relate between shapes and the objects around them. Besides, teacher Y
would teach students on how to recognize shapes by counting the number of angles
for it.
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Table 4.3: Observation excerpts for post-reading phase
reading
NO Material used Observation excerpts
Flashcards with No repetition or summarizing of flashcards were made after the class ended.
both illustration
O1 and texts on it
Storybooks No explanation on the content of story book or sharing of opinion or summarize of
the storyline or message in the book.
Alphabetical Now, tell me what alphabet is this? (As she held up the alphabet model before the
O2 models session ended)
Animal models and No repetition or summarizing of flashcards were made after t class ended.
the
flashcards
Human Body Part Teacher X : (Points to each body part)
Diagram Chart Student A : (Answer all, while pointing to the human body part when she read the
O3 word)
Flashcards with No repetition or summarizing of flashcards were made after the class ended.
or
both illustration
and texts on it
Flashcards with Teacher Y : Yes, finished already. (He moves away from his seat to take new
O4 both illustration teaching material)
and texts on it Student M : (Leaves the seat immediately)
Story books No explanation on the content of story book or sharing of opinion or summarize of
the storyline or message in the book.
Flashcards were No recap on the previous flashcards or new vocabulary taug
taught.
O5 used to teach
students with
vowels, AEIOU
Puzzle consists of No repetition or summarizing of flashcards were made after the class ended.
pictures and text on
it
Flashcards with No recap on the previous flashcards or new vocabulary taught.
O6 both illustration
and texts on it
Book with a full No, haven’t finish yet. Let’s revise again. (Flipping to the last page of the book.
illustration of Pointing on the first shape)
shapes
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